• Journal of applied mathematics & informatics
• /
• v.38 no.5_6
• /
• pp.507-518
• /
• 2020

In this article, we establish some fixed point results in G-metric spaces using the modified JS-G-contractions and we provide some suitable examples to support the results. Also, we give an application to solve an integral equation.

• Communications of Mathematical Education
• /
• v.29 no.4
• /
• pp.745-762
• /
• 2015

In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.

• Communications of the Korean Mathematical Society
• /
• v.6 no.1
• /
• pp.61-72
• /
• 1991

• Communications of the Korean Mathematical Society
• /
• v.7 no.2
• /
• pp.189-207
• /
• 1992

• Kyungpook Mathematical Journal
• /
• v.18 no.2
• /
• pp.217-221
• /
• 1978

In this paper we prove three summation formulae for hypergeometric series $_2F_1({\frac{1}{2}})$.

• Bulletin of the Korean Mathematical Society
• /
• v.42 no.4
• /
• pp.661-670
• /
• 2005

In this paper, we deal with approximations of com­mon fixed points of the iterative sequences with errors for three asymptotically nonexpansive mappings in a uniformly convex Banach space. Our results generalize and improve the corresponding results of Khan and Takahashi, Schu, Takahashi and Tamura, and others.

• Nonlinear Functional Analysis and Applications
• /
• v.27 no.4
• /
• pp.807-812
• /
• 2022

The need for smoothness measures emerged by mathematicians working in the fields of approximation theory, functional analysis and real analysis. In the present paper, a new version of generalized modulus of smoothness is studied. The aim of defining that modulus, is to find the degree of best L_p functions approximation via trigonometric polynomials. We benefit from Jackson integrals to arrive to the essential approximation theorems.

• Research in Mathematical Education
• /
• v.23 no.1
• /
• pp.23-45
• /
• 2020

Many researches proposed different models and concepts for the PCK. It is important to understand its composition. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. We developed an instrument for assessing middle school students' perceptions of mathematics teachers' PCK (SPOMTPCK) to investigate the nature of PCK. Theoretical claims and empirical research in PCK were used to design questions and sub-scales for the SPOMTPCK. The face validity of the instrument was established by the expert mathematics teachers and students. A questionnaire consisting of 38 items on a five-point Likert-type scale was used for data collection from 799 middle school students. The exploratory factor analyses resulted in the development of a three-factor scale of 17 items that was proved valid and reliable, that is, pedagogical representation, understanding students and curriculum, and encouraging students' engagement. The Cronbach α coefficients of the scale was 0.935, and the Cronbach α coefficient of three factors were ranged from 0.721 to 0.912. The confirmatory factor analysis showed that the questionnaire has good construct validity and the fit indexes are good. MANOVA analysis of variance revealed that the differences in mathematics teachers' PCK identified by students of different school types and grades were statistically significant. It is a validate measurement to evaluate the perceived mathematics teachers' PCK for middle school students.

• Communications of Mathematical Education
• /
• v.21 no.3
• /
• pp.559-573
• /
• 2007

Traditionally, the university mathematics has consisted of contents without consideration of the students' major and state of students' academic achievement. Even though this kind of policy seems to be good overall, there are some drawbacks because it does not give much consideration to the current system of entrance examinations and change of society. Hence we are required to classify contents of general university mathematics according to particular majors and colleges. Furthermore, we need to adjust the difficulty level of contents according to the appropriate level of academic need and standard.

• Journal of Educational Research in Mathematics
• /
• v.21 no.4
• /
• pp.345-359
• /
• 2011

In this research, we designed an educational activities of exploring mathematics programs in a course of mathematics education in teacher's college. We divided future mathematics teachers into 8 groups and suggested 8 mathematics programs to them. Each group explored one mathematics program. We asked to future mathematics teachers exploring some cases that use effectively a mathematics program in the teaching of school mathematics. In the process of an exploring, we designed some activities of teaching and learning. We provided opportunities of long-term exploration, group learning, presentations, exercises, reflections to mathematics teachers. As a result, future mathematics teachers acquired basic knowledge on the usage of mathematics programs in school mathematics textbook. In addition, their capabilities that are needed to explore mathematics programs have been enhanced. Also they had learned the teacher's positive attitude through the activities of teaching and learning.